Course Introduction - Unit Plan
Course Introduction - Unit Plan
Course Introduction - Unit Plan
Area
Grade
Level
Topic
Length of
Unit
Overview:
In this unit students will learn essential knowledge, skills and attributes
that will be carried throughout the course of the term. As such, this unit
is designed around fostering a community of readers which is the
foundation for English Language Arts learning. Students will have the
opportunity to explore and practice necessary skills that are vital in
developing literacy. Initially, we will begin to create a classroom
community through icebreaker activities. This time will ensure
assessment data can be gathered regarding student interests. From
their I will recommend books that I think each individual will enjoy. My
primary focus will be to meet students where they are at and
demonstrate to them that reading is a worthwhile activity. Students will
be exposed to various different genres and formats through teacher led
book talks and in-class activities. Additionally, they will begin to learn
about the writing process and paragraph writing prior to beginning the
next unit. Integrated within the unit is goal setting and reflection as well
as peer and self-evaluation.
Rationale:
Fostering a classroom community is essential for student learning.
When students feel safe they are more likely to take risks. As such, this
unit is longer so that students have time to build relationships with
myself as well as their peers. They also have time to practice routines
and expectations which will help ensure student success in the future.
My focus for this unit is creating a classroom of readers. In order to
ensure students continue to develop their literacy skills, I need to instill
this passion for reading in each of them. This means validating student
experiences, recommending high quality books that are interesting and
giving them time to practice. It also means introducing them to different
genres and formats that will expand their literary knowledge. This is the
foundation for the course and will help empower students to pursue
reading in the present as well as in the future.
Subject
Area
Grade
Level
Topic
Length of
Unit
Established Goals:
1 -Students will listen, speak, read, write, view and represent to explore thoughts,
ideas, feelings and experiences
1.1 p
1.1.3 - Express Preferences
1.1.4 - Set Goals
2 - Students will listen, speak, read, write, view and represent to comprehend and
respond personally and criticallyto oral, print and other media texts
2.3 Understand forms, elements and techniques
2.3.1 Understand forms and genres
3 Students will listen, speak, read, write, view and represent to manage ideas and
information.
3.3 Organize, Record and Evaluate
3.3.2 record information
3.3.3 evaluate information
4 - Students will listen, speak, read, write, view and represent to enhance the clarity
and artistry of communication
4.1 Enhance and Improve
4.1.1 Appraise own and others work
4.1.2 Revise & edit
4.1.3 Enhance legibility
Understandings:
Students will understand that
Essential Questions:
Subject
Area
Grade
Level
Topic
Length of
Unit
elements
The writing process
How to conduct a book talk
Resources Needed:
Literature Notebooks
Peer/Self Evaluation forms
Goal Setting forms
Conference forms
Book Surveys
Book Talks:
The Lone Ranger and Tonto Fist Fight in Heaven Sherman Alexie (short stories)
The Girl With the Baby Sylvia Olsen
In Search of April Raintree Beatrice Mosionier (Novel)
Hatchet Gary Paulsen (Novel)
I, Witness Norah McClintock (graphic novel)
Benched Cristy Watson (Hi-Lo)
Attitude Robin Stevenson (Hi- Lo)
Centerville Jeff Rud (Hi-Lo)
Outcomes
Book Survey
1.1.3
Goals
1.1.4
Conferences
1.1.3, 1.1.4
Literature
Notebook
1.1.3,1.1.4,
2.3.1, 3.3.2,
3.3.3
Journal Writing
1.1.3
Description
The book survey is a one-page preassessment that will help inform me of
student interest as well as student selfesteem/efficacy when it comes to
reading. This will be done in the first
week to help me decide high quality book
recommendations for each student
quickly. This will help as a starting point
especially for approaching readers.
Students will have the opportunity to set
highly specific, short term goals for
themselves so that they have something
to work towards. Initially these goals will
pertain to reading and writing. We will
revisit them in a month and set new ones.
This will help empower students to
continue to develop and hone their skills
in these areas.
In the following week, I will conduct
conferences with students. These will be
more comprehensive assessments that
will help me get to know the student
better including their interests, goals,
strengths and challenges. This will allow
me to better understand individual needs.
This notebook will be used throughout the
term. It will be a place that students can
track their progress, reflect on book
selections and anticipate future reads. It
will be a great for formative,
metacognitive and summative
assessments.
This will be an assessment carried on
throughout the term. Students will be
given 5-10 minutes to write at the end of
classes. They may write about anything
that is on their mind or they may respond
to a prompt written on the board. At the
end of the unit they must pick one journal
entry for a grade
For
A
S
OF
Genre Group
Quiz
2.3.1
2.4.1, 2.4.2,
2.4.3, 4.1.3
4.1.1, 4.1.2
My Summer
Writing Think
about an incident
that happened to
you this summer
and exaggerate in
the telling. Make it
into a tall tale
Peer/Self
reflection
Monday
Tuesday (1)
No School
7-1: Icebreakers
7-2: Icebreakers
Course Outline
Monday (5)
Tuesday (6)
7-1/7-2:
Book Logs
Picking Books
Journal
7-1:
Book Talksx2
Genre Interactive
Notes
Journal
IR
Friday (4)
Friday (9)
Conferences/ IR
Monday (10)
Tuesday (11)
7-1/7-2:
Genre Quiz
Synonyms/
Antonyms
Journal
Monday (15)
Tuesday (16)
7-1/7-2:
homonyms/
homographs
journals